Transcript Slide 1

Miami-Dade County
Public Schools
Division of Bilingual Education and
World Languages
Dr. Joanne H. Urrutia
Council of the Great City Schools
BIRE Conference
May 2008
Annual New Foreign
Student Registration
19, 496
18,578
15,309
14,921
13,090 13,285 12,435
Top Ten Foreign Languages Used as Primary
Language by Students
Language
# Students Using
as Primary/Home
Language
Language
# Students Using
as Primary/Home
Language
Spanish
192,008
Arabic
510
Haitian-Creole
18,291
Russian
448
French
2,234
Urdu
423
Portuguese
1,643
Hebrew
244
Other Chinese
Languages*
729
Vietnamese
232
•Other Chinese Languages denotes languages other than Cantonese and Mandarin
•Source: Student Database System, compiled by the Office of Accountability and Systemwide Performance
Enrollment in Bilingual Programs
English for Speakers of Other
Languages
51,762
Spanish for Spanish Speakers
92,238
World Languages – Spanish
(Elementary)
Secondary Spanish as a Foreign
Language
Basic Skills in the Home Language
36,456
19,041
41,533
Policy Driven Reform
Policies Driving Reform
All educational reform is executed within the context
of existing and/or emerging policies at the:
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–
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National level
State level
District level
School level
National Level: No Child Left Behind Act
• State academic standards
• Assessment and accountability system
• Instructional programs supported by
scientifically-based research
• High academic expectations for all students
• Specific measurable performance objectives
for various subgroups (FRL; ESE; ELL; etc)
NCLB and English Language Learners (ELL)
• Monitor progress
– Academic achievement (Title I)
– English proficiency (Title III)
• Challenges:
– How to measure academic progress of ELL
• Use valid measures to monitor academic achievement (simplified
language or native language)
– Development of ELL standards and assessments
– Identify programs that are supported by scientificallybased research proven effected with ELL
State Level
• Florida was already implementing many of the
policies that were later incorporated in the NCLB.
– 1990 LULAC Consent Decree
– Teacher certification requirements on second language strategies
– Curriculum requirements
– 1999 Florida’s A+ Accountability Plan
– Florida Comprehensive Achievement Test
– School grades – based on FCAT
Legal Rulings & Guidelines
• Florida Administrative Code Rule
– Limited English Proficient (LEP)* students are entitled to
“equal access to instruction in English which is equal in
amount, sequence and scope, as that provided to non-LEP
students.” (6A-6.0900-6A-6.0908, F.A.C.)
* Also referred to as English Language Learners (ELL)
District’s Implementation
• Ensure availability of instructional resources: personnel and
materials (district and federal funds)
• Implement coherent, standards-based curriculum and
instruction
– ELL must have access to grade level instruction while they
are learning English
– Instructional time must be equal to standard curriculum
students
• Superintendent’s initiative:
– score cards linking student achievement (by subgroups)
with evaluation of administrative staff
School Level
• Instructional leadership:
• Principal is knowledgeable of needs of ELLs and best
instructional practices
• Highly qualified teachers work with ELLs
• Build capacity for all teachers to provide comprehensible
instruction to ELL:
• Provide explicit English language development instruction
• Provide access to grade level academic content using ESL
techniques or native language where possible
• Ensure availability of quality instructional materials
Special Programs for
English Language Learners
Instructional Programs
• English for Speakers of Other Languages
(ESOL)
• Basic Skill in the Home Language
– Heritage Language Arts
• Spanish and Haitian-Creole
– Curriculum Content in the Home Language
• Mathematics, Science, and Social Sciences
• Individualize tutoring in the native language
during and after school
Elementary Programs
• Two hours of daily instruction in language
arts/reading/writing/ESOL
• 150 minutes weekly of language arts in the
home language
• 45 minutes daily of curriculum content in the
home language (mathematics and science)
Secondary Courses
• English Through ESOL
– students grouped by grade levels
• Developmental Language Arts Through ESOL
– students grouped by English proficiency levels
• Bilingual Curriculum Courses (BCC)
– mathematics, science, or social sciences
– offered when there are sufficient numbers of ELL students
• Home Language Assistance Program (HLAP)
– a dedicated bilingual teacher or paraprofessional to provide
assistance/tutoring in the home language
Curriculum
• Programs are guided by a Competency-Based
Curriculum (CBC)
• Equivalent to grade-level CBC
• Correlated to Florida Sunshine State Standards
(SSS)
• Guided by performance indicator
English Through ESOL
CBC Literature Component
The Challenge
• Meet mandates that require ELL students
receive instruction that is equal in scope,
sequence, and content to that of non-ELL
students.
• Provide necessary tools for the success of ELL
students as the state raises the academic
requirements.
• Narrow the achievement gap created by
second language acquisition.
Collaboration
• Close working relationship between the
District’s language arts and bilingual
departments
• Inclusion of ESOL strategies in all core content
area
– Florida require specific training for all teachers of
ELL students
• Full integration of instructional technology
into the ESOL program
Data Driven Instruction
• Monitor inclusion of ELL students in all district
and state assessments with appropriate
accommodations
• Analyze ELL student performance data in state
academic (FCAT) and English proficiency
(CELLA) assessments
Assessment and Accountability Policies
Use of assessment data to improve student achievement
– Annual
• State assessment: Florida Comprehensive Achievement Test
(FCAT) (reading, writing, math, & science) (English only)
– All ELL students participate, included in Florida’s A+
Accountability Plan only after two years in the program.
– Results used for third grade retention and graduation
from high school.
• English proficiency assessment: OLPS-R (to be replaced by
state’s CELLA)
– Formative assessments
• DIBELS, FORF, M-DCPS Interim Assessments, etc.
http://oada.dadeschools.net/SAET/20072008TestingCalenda
r.asp
State Data Reports for AYP
FCAT Reading
Percentages of Students Scoring at or above Achievement Level 3 on the
Reading Component of the FCAT-SSS and Florida’s AYP Benchmark (in
Red):2003-2007
FCAT Mathematics
Percentages of Students Scoring at or above Achievement Level 3 on the
Mathematics Component of the FCAT-SSS and Florida’s AYP Benchmark
(in Red):2003-2007
District ELL Longitudinal Study
LONGITUDINAL VIEW OF ELL STUDENTS
ACADEMIC PROGRESS
100%
80%
65%
64%
60%
60%
49%
40%
58%
52%
57%
51%
44%
37%
40%
31%
31%
33%
29%
29%
20%
6%
15%
16%
6%
7%
17%
17%
9%
7%
0%
2003
2004
2005
2006
2007
2002-03 LEP Cohort
2003-04 LEP Cohort
2004-05 LEP Cohort
2005-06 LEP Cohort
2006-07 LEP Cohort
State AYP Standard
M-DCPS Average
Percentages of Different ELL Cohort Students Scoring at or above
Achievement Level 3 on the Reading Component of the FCAT-SSS and
Florida’s AYP Benchmark (in Red)
LONGITUDINAL VIEW OF ELL
STUDENTS ACADEMIC PROGRESS
100%
80%
67%
71%
68%
59%
60%
40%
54%
43%
38%
38%
29%
20%
18%
16%
63%
56%
50%
44%
44%
62%
30%
20%
45%
43%
33%
33%
23%
19%
0%
2003
2004
2002-03 LEP Cohort
2004-05 LEP Cohort
2006-07 LEP Cohort
M-DCPS Average
2005
2006
2007
2003-04 LEP Cohort
2005-06 LEP Cohort
State AYP Standard
Percentages of Different ELL Cohort Students Scoring at or above
Achievement Level 3 on the Mathematics Component of the FCAT-SSS and
Florida’s AYP Benchmark (in Red)
Future Plans
• Use of new State Instructional Model codes
for identification of best practices and
instructional models.
• Conduct evaluation of instructional
technology being implemented in the ESOL
program.
Continuous Improvement Model
A never ending
story . . .
Miami-Dade County
Public Schools
Division of Bilingual Education and
World Languages
Dr. Joanne H. Urrutia
[email protected]
http://www.dadeschools.net